Standard 2.5: Program goals and outcomes for teacher development
Programs need to explicitly identify goals early in the process. Sample goals include the following:
- Reduction of beginning teacher turnover / increase in retention
- Improvement in beginning teacher job satisfaction, confidence, or self-efficacy
- Improvement of beginning teacher practice
- Increase in beginning teacher evaluation scores
- Improvement in student outcomes (e.g. test scores, grades, attendance)
- Improvement in whole school outcomes (e.g. school climate, teacher collaboration)
- Improvement in mentors’ retention or classroom practice
Data Analyses for Program Evaluation: Embed, Collect, Reflect, and Change
As is discussed in more detail in Standard 9, as a program grows, it is extremely important for leaders to constantly assess and reflect on what is working and what needs to be added or changed. Leadership teams need to be able to look at multiple forms of data that are collected throughout the year and set aside time to analyze it and make revisions to the program.
New programs may want to start with uncomplicated surveys of beginning teacher satisfaction, evaluation forms after beginning teacher workshops, focus groups, or relevant existent data. The results of this evaluation will spur program revisions. As programs evolve, their goals and purposes may grow and change as well. This process of collecting data and using it to improve the program will become part of the program’s culture.